Lessons will be organized in a way to have a theoretical theme on Fridays and a clinical application session on Saturdays with respect to the theoretical theme dealt with on Fridays. In some lessons, we will have direct and indirect testimonies on clinical cases and treatment methods.

• This area deals with the Western context and its relationship with contemporary diseases, in order to then develop the context of foreigners in the second area.

Innovative models of care among the following areas:

- analysis of cultural containers and their influence on ways of becoming mentally ill.

- corrective tools to propose in care, based on the crisis of social and psychic containers: multisetting field, variable settings .

-families, institutions, Foreigners, their path, reduction of destructivity.

-The passage from intrapsychic to the intersubjective; different cultures inside Psychology , neurosciences, and group or. individual psychoanalysis, cognitive treatments 

- Large Basis groups  (LBG).

Treating subjects with Western pathologies (anorexia, bulimia or contemporary pathologies) and the treatment of subjects belonging to other cultures.

Psychoanalysis and mentalization, points of contact for MBT group therapies.

Developing skills in therapies for families, and for adolescents, both individual sessions and in groups: making a diagnosis of family distress, psychiatric distress and cultural distress.

Transgenerational grid, learning guidelines of the grid, and clinical applications

To develop orientational skills in communities and institutions with an understanding of the mental phenomena of groups and their transpersonal and institutional dimension.

It may be possible to experience the group as a model of care and interpretation of its dynamics.

Provide methods of working on clinical work, integration, and processing of trauma through the multigroup field in institutions or in private setting.

Starting and building groups, their maintenance, and analysis of the multigroup field. The aim of the course is to help the student to take on basic elements of group theories, techniques, and dynamics to use them in institutional and innovative contexts, public and private, health or school.

Use of online techniques and changes in group technique using an online tool.

Integrating arts and culture into classic therapies, methods focusing on how to elaborate trauma through creativity. Imaginative meditation and use of reverie

Develop skills in therapies from other cultures mainly in the treatment of foreigners: shamanic disorders and sacred disorders: relations between religions and therapies

Skills development for therapies starting from cultural objects in non-Western ethnic groups patients.

• experimenting and understanding the concept of the extended mind and its application in a team.
• relationships between genders, mono and bisexuality.
• young adults, focus.

How to set up new therapeutic spaces and why

• Transversal to these topics, experiential groups will be activated capable of experiencing in real life the situations being studied on a theoretical level.

TOPICS OF INTEREST FOR DEVELOPMENT AND RESEARCH (Possible areas of thesis)

Indicators of the functioning of \ in groups (frequency, stability, drop out, group suffering, curbing destructiveness, good functioning)

Therapeutic correctives for contemporary mental disorders

Families, parenting, separate or combined parent/child settings.

Unresolved social emotions, tools for reducing destructiveness.

Erasmus Students: directly contact the Professor to have a specific and individual program, as well as certified students (eg DSA).

The course is divided into 4 macro-sections (steps) and experiential group laboratory spaces:

First step: the course covers the history of ethnopsychiatry, considering the different levels of study and care in organic solidarity societies (primitive societies) and sectoral functional societies (Western models), to better understand contemporary Western pathologies (e.g. anorexia, bulimia, addictions, and dysfunctional ties), trying to identify expressive differences of pathologies in other cultural spheres.

Absence of real parents (family crisis) and social parents. The family crisis, the transgenerational grid, and the care of adolescents. Crisis of social containers and consequences for psychic diseases.

The absence of guilt for violence, cold case related.

Work with adoptions: original and current culture

Unresolved Social emotions, the relation with evil, and destructiveness

• Being ourselves instruments of psychic work (countertransference enactemnt reverie) or psychotherapeutic work on an external basis to the subject (e.g. medical model)?

8 hours. 

First 4 days lesson. 

Second step: the migratory journey and the connected psychic sufferings are studied; the problem of abandoned minors and the problem of integration as a model for the psyche. Relationships between culture, systems of care and expression of discomfort. The care institutions and the mind of the psychological worker immersed in them as a starting point to carry out an experience with the unknown, with the strangeness and the need to place it in group settings. Concept of group and ethnic group. Communities and institutions: working methods. Understanding group phenomena can, on the one hand, explain the mechanisms of birth and development of contemporary diseases (anorexia, self-destruction, etc.) but also open to the understanding of the evolution of ethnic groups, ethnic disorders, group and individual diseases, and group trauma. Trauma, virus as an invisible enemy, isolation, Covid experiences; models of treatment of foreign patients in Italy and abroad. Death in the West, death in other cultures, and death in current conflicts. The relationship with death in different contexts, and the relationship with pain as an element of study,

Survival issues.

8 hours, four days of lessons.

Third step: Concept of ethnic disturbance, organization of containers (family, social, cultural), and their relationship with the individual. Relationship between cultures and diseases. Provide methods of working on clinical work, integration, and trauma processing through the multigroup field, examples, and testimonies. People at war, mass migrations, psychopathology of the migrant condition. War, destructiveness, and methods to stem destructiveness in clinical work. Psychoanalysis and mentalization, points of contact for MBT group therapies.

The existential key points, birth, contact, growth, separation, mourning, and relationship: ways in which different cultures fill these passages. Individual, family, and social tools. Hence also the study of authoritarian figures and the difference between political paranoia and clinical paranoia, starting with the anatomy of human destructiveness.

The study of the destructiveness between the individual (individual patient care) and the group (group destructiveness) as the roots of war phenomena. destructiveness and wars between the Western and Eastern worlds. The eastern and western suicide bombers, 8 hours,  four days of lessons.

Fourth step: Integrating arts and culture to classic therapies: how to elaborate trauma through creativity. Skills development for therapies starting from cultural objects on non-Western ethnic groups; individual defenses vs social defenses; social issues with a psychic departure; the relationship between abused environment, waste, and the mother-child relationship, between Italy and abroad. The area of ​​care groups and cultural groups, their union, and clinical and social methodology.

Observable contexts, and capacity development in patients with their transformation. in cultural operators,

Mass addiction and sudden break on the use of mass drugs; the concept of death;  the concept of the extended mind, mental contagion, common head, and contagion from reality

Destructiveness and narcissism in the crisis of containers: integrated psycho and sociotherapy for the individual, family and society

12 hours, six days lessons

1- In relation to teaching the student must show possession : - to have mastered the knowledge of specialized disciplines ; - The understanding of the advanced concepts of the discipline ; - The ability to use knowledge and concepts to think independently on the issues of the discipline .

In relation to teaching, the student must show skills on  Knowledge and understanding, relating to the fundamental themes of the course, eg. the relation between psychopathology and culture. · Applied knowledge and understanding, ie the understanding of clinical applications related to the topics presented in class. · Autonomy of judgment, ie the possibility of supporting one's own work thesis and clinical hypothesis. · Communication skills, realization of a sufficiently managed exposition as a comprehensibility of the speech. · Ability to learn; ability to learn from the experience of lessons and workshops - the mastery of the knowledge of the specialized disciplines; that is, the integration of various specialist disciplines encountered in the course of studies and lessons. - understanding of the advanced concepts of the discipline; these concepts are the group as a working setting, the contemporary discomfort pathologies and cultural manifestations- the ability to use knowledge and concepts to reason independently on the issues of the discipline. Provide examples of clinical reports or clinical opinions , or report independently on authors or topics.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Seminars related to the subject of the course held by colleagues are planned.

Teaching

Suggestions or cultural and expressive proposals related to the subjects of the course and to any experience or personal talent of the student are welcome.

It is possible to consult the files entered in the personal dashboard of the blended.uniurb.it mobile platform

As mentioned above the relevance of the lessons with the preparation and the exam are connected.

Innovative teaching methods

Innovative teaching

Teaching can be considered positioned through the following devices, in relation to each other:

1.  Lectures with theoretical contributions followed the next day, by clinical testimonies related to the theoretical topic.

2.  Experiential group devices, i.e.: small groups that experience the didactic material in the group experience with the examination of two levels:

the first is learning technical skills;

the second is participation in the dynamics of the group itself.

Learning is a function of the interaction between these two areas.

3. Flipped Lessons, lessons with an assignment to a student of the role of supervisor of a clinical case, with discussion by the group of students and operators, invited as witnesses.

4.  Vision on institutional dynamics or practices related to the phenomena studied, with the theme of psychopathology and the treatment of the pathologies treated in the course.

Attendance

Attendance at lessons is recommended for the experiential level required by the course.

Furthermore, since part of the program will also be taught in English, knowledge of the language is recommended.

Course books

Testi di Studio:

• G. Devereux, Saggi di Etnopsichiatria Generale, Armando ed. Roma (capitoli 1, 2, 3);

• AAVV: N.34  2015 – Group psychotherapy and border areas of contemporary psychiatry, Presentation Funzionegammajournal (www.funzionegamma.it), Università la Sapienza Roma. (versione italiana e inglese) (first three chapters) - you need to access the Funzione Gamma  Journal , then download the PDF for each chapter.

• Comelli F. Mental disorders in globalization. From the crisis in the family field to the treatment systems for addictions, anorexia and destructiveness between West and East.Franco Angeli ed Milano 2015, cap 1 e 2.

• https://www.argo-onlus.it/wp-content/uploads/2018/12/argo-rivista-n-4-curadiliviocomin.pdf. - Fino a pag. 40.

Testi Facoltativi:

Comelli F. Il Cuore segreto, Telesma ed. cap. 1 e 2 (nell’eventualità in cui si valuti l’acquisto del volume, per il suo reperimento si consiglia di rivolgersi alla casa editrice: https://telesmaedizioni.it/)

Castaldi G. Il trauma in scena (teatro e trauma). Albatros ed. 

Levine P. Trauma e memoria, Astrolabio ed. (relaz. traumi e memoria)

Assessment

The final exam consists of a written test which will focus on the topics of the course mainly covered in class, with both open and closed questions. References to examples seen in class, monographs, case histories, topics on blended and topics given by the proposed exercises will be positively evaluated.

The opportunities for attendance and intervention in class will help to improve the final evaluation.

In the middle of the semester, an exclusively "educational" mid-term exam will take place, in order to help students verify ongoing their level of learning and the effectiveness of the study methods. The modalities with which the intermediate test will take place will be communicated by the teacher during the semester.

The evaluation is based on the following criteria: a) the appropriateness of the terms and concepts used; b) the level of detail on the topics covered; c) the ability to link the various topics together and to grasp their problematic implications; d) the ability to make use of conceptual and theoretical tools for the analysis of concrete situations.

Evaluation criteria and parameters:

less than 18: insufficient proficiency level. The candidate does not achieve any of the learning outcomes foreseen in the point "knowledge and understanding",

18-20: sufficient level of competence. The candidate achieves the learning outcomes foreseen in the point "knowledge and understanding",

21-23: fully sufficient level of competence. The candidate achieves the learning outcomes foreseen in the points "knowledge and understanding" and "applied knowledge and understanding",

24-26: good proficiency level. The candidate achieves the learning outcomes foreseen in the points "knowledge and understanding"; "applied knowledge and understanding" and "judgment autonomy",

27-29: very good level of proficiency. The candidate achieves the learning outcomes foreseen in the points "knowledge and understanding", "applied knowledge and understanding", "autonomy of judgment" and "communication skills",

30 and 30 cum laude: excellent level of competence. The candidate fully achieves the learning outcomes foreseen in the points "knowledge and understanding"; "applied knowledge and understanding"; "autonomy of judgement"; "communication skills" and "ability to learn".

Disability and DSA

Students who have registered the disability certification or the DSA certification at the Inclusion and Right to Study Office can ask to use concept maps (for keywords) during the exam.

To this end, it is necessary to send the maps, two weeks before the exam session, to the teacher of the course, who will verify their consistency with the indications of the university guidelines and may request modifications.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

The significance of the contents and experiences shared in class as arguments and emotions developed by the meetings are the basis of learning from experience. Non-attending students are anyway. invited to communicate their position and choice so as to be able to provide them with adequate training.

They will complete their studies through some work more than attending students, in order to fill the gap with attending ones. 

Attendance

Attendance at lessons is recommended for the experiential level required by the course.

Furthermore, since part of the program will also be taught in English, knowledge of the language is recommended.

As far as course books are concerned, there will be more textbooks to prepare to compensate for the clinical and related theoretical realities of classroom experiences

Course books

Study Texts:

G. Devereux, Essays on General Ethnopsychiatry, Armando ed. Rome (chapters 1, 2, 3);

AAVV: N.34  2015 – Group psychotherapy and border areas of contemporary psychiatry, Presentation Funzionegammajournal (www.funzionegamma.it), Sapienza University of Rome. (Italian and English version) (first 3 chapters) - downloadable for free - you need to access the Gamma Journal function then for each chapter download the pdf. All chapters.

Comelli F. Mental disorders in globalization. From the crisis in the family field to the treatment systems for addictions, anorexia and destructiveness between West and East. Franco Angeli and Milan 2015, all the chapters

https://www.argo-onlus.it/wp-content/uploads/2018/12/argo-rivista-n-4-curadiliviocomin.pdf. - Up to page 40.

Comelli F. The Secret Heart, Telesma ed. Postal Code. 1 and 2 (to find it we recommend contacting the publishing house: https://telesmaedizioni.it/)

Castaldi G. Trauma on stage (theatre and trauma). Albatros ed.

Levine P. Trauma and memory, Astrolabe ed. (relation to trauma and memory)

Assessment

The final exam consists of a written test which will focus on the topics of the course mainly covered in class, with both open and closed questions. References to examples seen in class, monographs, case histories, topics on blended and topics given by the proposed exercises will be positively evaluated.

The opportunities for attendance and intervention in class will help to improve the final evaluation.

In the middle of the semester, an exclusively "educational" mid-term exam will take place, in order to help students verify ongoing their level of learning and the effectiveness of the study methods. The modalities with which the intermediate test will take place will be communicated by the teacher during the semester.

The evaluation is based on the following criteria: a) the appropriateness of the terms and concepts used; b) the level of detail on the topics covered; c) the ability to link the various topics together and to grasp their problematic implications; d) the ability to make use of conceptual and theoretical tools for the analysis of concrete situations.

Evaluation criteria and parameters:

less than 18: insufficient proficiency level. The candidate does not achieve any of the learning outcomes foreseen in the point "knowledge and understanding",

18-20: sufficient level of competence. The candidate achieves the learning outcomes foreseen in the point "knowledge and understanding",

21-23: fully sufficient level of competence. The candidate achieves the learning outcomes foreseen in the points "knowledge and understanding" and "applied knowledge and understanding",

24-26: good proficiency level. The candidate achieves the learning outcomes foreseen in the points "knowledge and understanding"; "applied knowledge and understanding" and "judgment autonomy",

27-29: very good level of proficiency. The candidate achieves the learning outcomes foreseen in the points "knowledge and understanding", "applied knowledge and understanding", "autonomy of judgment" and "communication skills",

30 and 30 cum laude: excellent level of competence. The candidate fully achieves the learning outcomes foreseen in the points "knowledge and understanding"; "applied knowledge and understanding"; "autonomy of judgement"; "communication skills" and "ability to learn".

Disability and DSA

Students who have registered the disability certification or the DSA certification at the Inclusion and Right to Study Office can ask to use concept maps (for keywords) during the exam.

To this end, it is necessary to send the maps, two weeks before the exam session, to the teacher of the course, who will verify their consistency with the indications of the university guidelines and may request modifications.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

participation to common experiences are welcomed, as far as suggestions about issues that you'll consider. important for your life and knowledge